EDLD 5335 Curriculum Management Gina Kenner Week 1 Assignment Overview In this course, you will develop the knowledge and skills of an instructional leader who also effectively manages curriculum and instruction. The course assignments will guide you as you increase your leadership abilities in the areas of curriculum management, application of state law and local policy as they relate to curriculum and instruction, and campus improvement planning. In this week’s assignment, you will summarize required curriculum components and high school graduation requirements, describe the components of the TEA learning system and make suggestions for improvement, and collect data to begin decision-making on a learner-centered staff development session. This week, you should: · identify and summarize the components of a state-required curriculum. · analyze the components of the TEA learning system and make suggestions for improvements. · analyze state-generated data and a Campus Improvement Plan for the purpose of decision-making. 2009 Lamar University Page 1 of 16 Gina Kenner EDLD 5335 Curriculum Management Rubric Use the following rubric to guide your work. Accomplished Part 1: Summary of Clearly summarizes the reCurriculum Require- quirements of the Texasments mandated curriculum with seven paragraphs – one for each component. Proficient Unacceptable Summarizes the requirements Does not summarize the reof the Texas-mandated cur- quirements of the Texasriculum. Not all seven com- mandated curriculum. (0 points) ponents addressed. (2 points) (3 points) Part 2: TEA Learning Effectively summarizes the System Components state and local provisions of the TEA learning system. (3 points) Summarizes the state and local provisions of the TEA learning system. (2 points) Does not summarize the state and local provisions of the TEA learning system. (0 points) Part 3: Gathering Data Makes an in-depth analysis of Analyzes AEIS data and a for Decision Making AEIS data and a CIP to select CIP to select a content area/ a content area and objective objective for a learnerfor a learner-centered staff centered staff development. (2 points) development session. (3 points) Does not analyze AEIS data and a CIP to select a learnercentered staff development topic. (0 points) Mechanics Responses lack clarity and depth and/or multiple errors in grammar, spelling or punctuation. (0 points) Few to no errors in grammar, spelling or punctuation. (1 point) 2009 Lamar University Page 2 of 16 EDLD 5335 Curriculum Management Week 1 Assignment: Curriculum and the TEA Learning System Gina Kenner Part 1: Summary of Curriculum Requirements Knowledge of the state’s required curriculum provides an emerging leader with a foundation for decision making. In this part of the assignment, you will examine what Texas law says about curriculum. Directions: From your Web address box, access the TEA Web site http://www.tea.state.tx.us/rules/tac/chapter074/index.html. Read and study the following sections of the Texas Administrative Code, Title 19, Part II: 74.1 Essential Knowledge and Skills 74.2 Description of a Required Elementary Curriculum 74.3 Description of a Required Secondary Curriculum 74.4 English Language Proficiency Standards 74.62 Minimum High School Program 74.63 Recommended High School Program 74.64 Distinguished Achievement High School Program—Advanced High School Program (Note: Requirements changed as of the 2007-2008 school year, and §74.63 and §74.64 reflect the new 4 x 4 requirements.) Compose a two-page summary of the seven components. Include at least one paragraph on each section. Type your paper in the expandable box below. Summary of Curriculum Requirements 74.1 Essential Knowledge and Skills Subjects at each grade level are based on the Essential Knowledge and Skills. Schools must offer English, Math, Science, and Social Studies to all students from Kindergarden to Twelfth Grade. Enrichment curriculum also must be offered that includes: Technology Applications,Career and Technology Education, Economics, Fine Arts, Physical Education, Health, and a language other than English. Schools are allowed to add subjects as needed but they can not eliminate any of the curriculum listed above. 74.2 Description of a Required Elementary Curriculum Elementary Curriculum is designed for grades K-5. This section describes how school districts are to provide curriculum correlating to the 2009 Lamar University Page 3 of 16 Gina Kenner Essential Knowledge and Skills, foundation curriculum, and enrichment curriculum. Teachers need to be provide ample time to teach and for students to learn. Teaching and learning can occur in use of many different strategies. The student’s age and subject matter should be considered to develop teaching style and strategy. Maintaining a flexible learning environment will help promote student learning and success. EDLD 5335 Curriculum Management 74.3 Description of a Required Secondary Curriculum Secondary Curriculum is designed for grades 6-12. This section describes how school districts are to provide curriculum correlating to the Essential Knowledge and Skills, foundation curriculum, and enrichment curriculum. Secondary teachers also need to be provided ample time to teach and for students to learn. Instruction can be given in many different ways to effectively teach students. Flexible learning environment will help promote student learning and success. There is an additional section which includes grades 9-12. Again, ample time for teachers to teach and students to learn should be given. Instruction should also be taught in a variety of styles. In grades 9-12, there must be evidence that students have the chance to take the required classes, and school districts may offer additional classes to met graduation requirements. Students are provided with the opportunity to choose and participate in the classes offered. Course curriculum must grade promotion and graduation within ample time. 74.4 English Language Proficiency Standards English Language Proficiency Standards pertain to students who speak little or no English (ELL). Districts are required to provide ELL students the opportunity to acquire both social and academic proficiency in English for daily interactions and learning for full academic potential. Instruction includes listening, speaking, reading, and writing skills to their level. The levels are beginning, intermediate, advanced, and advanced high. As the ELL student gains knowledge in English and can correctly use the above skills, that student moves to the next level. The goal is to have 2009 Lamar University Page 4 of 16 Gina Kenner all ELL students listening, speaking, reading, and writing in English at their appropriate grade level within three years of their arrival date. EDLD 5335 Curriculum Management 74.62 Minimum High School Program Minimum High School Program consist of 22 credits earned, demonstration of proficiency in English Language Arts-4 credits, Mathematics-3 credits, Science-2 credits, Social Studies- 2 ½ credits, Economics- ½ credit, Physical Education- 1 ½ credits, Health Education- ½ credit, Speech- ½ credit, Technology- 1 credit, and a variety of Elective courses-5 ½ credits 74.63 Recommended High School Program Recommended High School Program consist of at least 26 credits earned, demonstration of proficiency in English Language Arts-4 credits, Mathematics-3 credits, Science-3 credits, Social Studies- 3 ½ credits, Economics- ½ credit, Language other than English-2 credits, Physical Education- 1 ½ credits, Health Education- ½ credit, Speech- ½ credit, Technology- 1 credit, Fine Arts-1 credit, and a variety of Elective courses-3 ½ credits. 74.64 Distinguished Achievement High School Program—Advanced High School Program Distinguished Achievement High School Program-Advanced High School Program requires at least 26 credits earned, demonstration of proficiency in English Language Arts-4 credits, Mathematics-3 credits, Science3 credits, Social Studies- 3 ½ credits, Economics- ½ credit, Language other than English-3 credits, Physical Education- 1 ½ credits, Health Education- ½ credit, Speech- ½ credit, Technology- 1 credit, Fine Arts-1 credit, and a variety of Elective courses-2 ½ credits. Students 2009 Lamar University Page 5 of 16 Gina Kenner must also accomplish a combination of advanced measures such as research projects, test data associated with higher level examinations, or college academic courses with a grade of 3.0 or higher. EDLD 5335 Curriculum Management 2009 Lamar University Page 6 of 16 Gina Kenner EDLD 5335 Curriculum Management Part 2: TEA Learning System Components In this section of the assignment, you will describe the minimum state provisions of the six components of the TEA learning system, desirable local provisions for each component, and your preliminary ideas for improvement. Directions: Review the components of the TEA learning system in the Week 1 lecture and the information you gathered in Part 1 of the assignment. As you review, think about desirable local provisions for each component. Consider strengths and weaknesses in local provisions. Access the Texas Education Code at http://tlo2.tlc.state.tx.us/statutes/ed.toc.htm and/or the Texas Administrative Code, Title 19, (TAC): Part II Texas Education Agency at http://www.tea.state.tx.us/rules/tac/index.html. Peruse these sites for more information about the TEA learning system components. Collaborate online with two colleagues to complete the table on the TEA learning system by describing the minimum state provisions, desirable local provisions for each of the six components, and your preliminary suggestions for improvement. Your suggestions may change after completing the course. TEA Learning System Components Collaborator #1: Sherry Minimum State Provision Component Learning Goals Collaborator #2: Wayne Ivey At least 22 credits Desirable Local Provision At least 26 credits TEKS and TAKS TEKS, TAKS, and TAKS related resources like measure-up and Curriculum Documents Kamico 2009 Lamar University Preliminary Suggestion for Improvement More funding for enrichment classes More funding and research information for TAKS resources to give students a variety of opportunities to learn. Page 7 of 16 Gina Kenner EDLD 5335 Curriculum Management TEKS, curriculum, and lesson plans Instructional Program Staff Development Program Have a curriculum director/testing coordinator at each campus to monitor and make adjustments for improvement 150 hours per 5 Suggested 25-35 More funding and years hours per year, opportunities for but not mandatory professional development throughout the year, and make it mandatory TAKS, Fluency Testing, Diagnostic Testing for Measurement System Special ED Administrative Procedures TEKS, consistent curriculum, lesson plans, and a curriculum coordinator Texas Administrative Code, Title 19, Part 2 Benchmarks, TAKS related resource pre and post test, and interventions through RTI More inclusion in regular education classes, as well as more opportunities for students to take TAKS like test in a TAKS testing environment Delicate some of the administrative duties and procedures, so they can focus on their staff and school goals. Have a curriculum director/testing coordinator at each campus to monitor and make adjustments for improvement. How can understanding the components of the TEA learning system assist you in your work as an instructional leader? 2009 Lamar University Page 8 of 16 Gina Kenner Understanding the components of the TEA learning system will provide me a guideline to follow to assure student success, as well as lead and support my colleagues. Also, the learning system aids with visions and goals to be set and followed for a positive and successuful school environment. EDLD 5335 Curriculum Management Why is important that an instructional leader improve the components of the TEA learning system? It is important that an instructional leader to improve the learning system and components because the education environment is always changing and in order to keep up, we have to constantly be looking for and applying new concepts and ideas for the plans and strategies to help our students and teachers succeed. 2009 Lamar University Page 9 of 16 EDLD 5335 Curriculum Management Part 3: Gathering Data for Decision Making Gina Kenner A critical skill for an instructional leader is the ability to make data-based decisions. You will practice this skill as you begin work on a learner-centered staff development session. You will select a school—ideally one in which you work, review its AEIS data and Campus Improvement Plan (CIP), and select a content area/objective for improvement. You are not required to present the staff development during this course, but you must have a principal approve your agenda and arrange a time with the principal for presentation of the session. Directions: Access the 2006-07 AEIS Campus Reports at: http://www.tea.state.tx.us/perfreport/aeis/2007/campus.srch.html. Complete the form to select a school and access a campus report. Review the Academic Excellence Indicator System (AEIS) data, answer questions about the data, and identify four content areas that need improvement. Review the selected school’s Campus Improvement Plan (CIP). Answer questions about the data, and locate two objectives for each of the four content areas identified in the AEIS data. Based on the data, choose one content-area and an objective within that content area as the focus of a learner-centered staff development session. 2009 Lamar University Page 10 of 16 EDLD 5335 Curriculum Management Data-Based Reflection and Decision Making Gina Kenner Is there anything in the AEIS or CIP data that you do not understand? If so, what would you like clarified? AEIS On the AEIS comparable report, I’m not sure how they got the negative and positive amounts in the AVG TGI. On the CIP data, I really don’t understand the funding. What about the data surprises you? What about the data concerns you? I am surprised about the amount of economically disadvantaged students (56%). In the comparison group there are only four other schools with a higher percentage. I am concerned because the passing percentage will continue to increase. The scores needed to increase with the current passing percentage. So, we not only need to increase but increase enough to meet the new standard passing rate. CIP I am suprised to see all of the activities and strategies for each goal and objective. I am concerned because very few teachers use the activities and strategies. How does the information fit with your feelings about how the students at this school are doing? With over half of the students being economically disadvantaged, I do see a relationship between this percentage and the math and science scores. I also think the large At-Risk percentage and Mobility percentage adds to the challenge of increasing scores. Does it seem to differ from what you have personally experienced? Did the students do as well as you and the school expected? 2009 Lamar University Page 11 of 16 Gina Kenner From 2009 to 2010 there was an increase. This past school year compared to other years teachers as a whole campus tried to expect more from the students and therefore where more dedicated and active in attaining campus goals. I think higher expectations helped and the increased effort lead to increased scores. I think as the teachers work to implement the goals, increase efforts, and set higher standards for students scores will continue to increase. EDLD 5335 Curriculum Management Classroom learning environment effects the student’s learning experience. Teachers must continue to create a successful environment. Putting plans and goals on paper just not get the job done. Actively implementing the strategies and goals from all teachers is going to make the difference. On the basis of the data you examined, in which areas of the curriculum are students performing well? Reading/ELA has been doing well for the past 3 years. Writing has been in the 90s for the past 4 years. Social Studies this past year made it to 92% which has slowly been increasing the past 4 years. Special efforts need to be kept in place to keep increasing. On the basis of the data you examined, in which area(s) of the curriculum are students performing poorly? Why do you think students are performing poorly in those areas? Students are performing poorly in Math and Science. I believe this is related to the high percentage of economically disadvantage students. Most of these students parents can’t help their child because they don’t understand the content. Also the parents do not support these subject at home or after school tutorials. 2009 Lamar University Page 12 of 16 EDLD 5335 Curriculum Management 2009 Lamar University Gina Kenner Page 13 of 16 EDLD 5335 Curriculum Management Gina Kenner Complete the following table to clarify content areas and objectives that need improvement. Campus: District: AEIS-Identified Content Area Content Area #1 Math Grade: Principal: AEIS Data Evidence CIP-Identified Objectives 6th, 7th, 8th Dropped from #1 77% (2008) to Increase district-wide aca69% (2009) demic achievement and foIncreased to 78% (2010) cus on maximizing instructional time 173 of 225 passed in 2008 Objective 163 of 237 passed in 2009 Performance monitoring procedures EX. Benchmark testing, 6 weeks test #2 Increase district-wide acaEconomically demic achievement and fodisadvantage cus on maximizing instrucincreased from tional time. 116 to 135 Objective Curriculum review- EX. Scope and Sequence and cross curricular studies 2009 Lamar University Page 14 of 16 Gina Kenner EDLD 5335 Curriculum Management Content Area #2 8th Science Dropped from #1 66% (2008) to Increase district-wide aca62% (2009) demic achievement and foIncreased to cus on maximizing instruc77% (2010) tional time. 52 of the 79 Objective passes in 2008 Performance monitoring 58 of 94 procedures EX. Benchmark passes in 2009 testing, 6 weeks test Economically #2 disadvantage increased from Increase district-wide academic achievement and fo39 to 45 cus on maximizing instructional time. Objective Curriculum review- EX. Scope and Sequence and cross curricular studies Content Area #3 N/A N/A #1 N/A #2 N/A Content Area #4 N/A N/A #1 N/A #2 N/A Select a content area/objective for your learner-centered staff development. To do this, answer the following question: Based on the data, which content-area should be the principal’s highest priority? Explain why you think so. 2009 Lamar University Page 15 of 16 Gina Kenner I think the highest priority is Math because the scores are low in every grade 6th-8th. Improving the scores at each grade level will increase the campus overall percentage of passing. EDLD 5335 Curriculum Management How can a leader use the AEIS to initiate the development of an instructional focus for a campus? The AEIS data can be used to set goals and standards. Improving teaching strategies, bringing all the staff together with the same goals, and increasing teacher’s efforts will help the specific areas which need improving. All teachers need to have a role in emphasing math and science. 2009 Lamar University Page 16 of 16